EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE

Candidate: LaShanda Aiken Cooperating Teacher: Mrs. Lewis

Academic Year: 2014-2015

District: OCSD 5

Grade Level: 1st

School: Mellichamp Elementary

Subject: English, ELA, Science, Social Studies

Dates of unit: from March 3rd to March 13th

Section I: Unit Title and/or Description: Subtracting with Tens and Ones
Section II: Description of Students: Describe (1) the number of students, (2) demographics of the
students, and (3) any other special features or important information that you included in your Long Range
Plan as you described your students.

I am currently student teaching in Ms. Lewis 1st grade class, were there are 20 girls and 10 boys. The class
consists of 26 African American students and 4 Hispanic students. There are 5 students that go out to
resource for about a hour every day. There are also 4 English Language Learners, which has to do Imagine
Learning for 30 minutes every day. They also go to Mrs. Fogle, three times a week, to get help with their
work. The girls favorite colors are pink and purple. The girls also love to dance and cheer. The boys
favorite colors are blue and green. The boys also love to play football and basketball. My students favorite
foods are pizza and chicken.
Section III: Contextual Factors: Describe the contextual factors, including the (1)
relevant student characteristics from Section II, as well (2) as other factors
related to the community, district, school, classroom or students, that are likely
to impact instruction and/or student learning with regard to the selected
instructional unit. Include a (3) description of the ways in which each of these
factors will be taken into consideration during unit planning and instruction.
When planning my instruction, I have to keep in mind that I have 10 students that wear glasses,
6students that have asthma, and 1 student that is homeless. For my students that wear glasses, I try
to put them in the front of the class so they can see the board. I also try to print their worksheets in a
bigger font. We are trying to increase our students reading levels, so every morning for 30 minutes
they have to read books that are on their reading levels. In our class we have reading levels ranging
from kindergarten all the way up to second grade. With math we use a lot of manipulatives.

Section IV: The Unit Plan

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding
state standards. (Remember objectives must contain 4 parts: performance, product, conditions and
criterion.)

Unit Objectives
1. ELA
Students will be able to write informative/explanatory texts in which

Correlated
Standards/Expectations
W.1.2

they name a topic, supply some facts about the topic, and
provide some sense of closure.
2. Math
Students will be able to subtract with Tens and Ones.
3.

Science

Students will be able to illustrate changes in the Moons

appearance (including patterns over time).
4.

1.NBT.6

1-3.4

Social Studies

Students will be able to identify a familiar area of the

neighborhood or local community on a simple map, using the
legend and basic map symbols.

1-1.1

Section IV B: Unit Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students
are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and
resources including instructional technology), and indicate the unit objectives (numbered according to the
order in which they are listed in Section IV A) that are addressed.
SUBJECT: English Language Arts

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Anticipatory Set: PowerPoint on Expository Writing

Direct Instruction: The teacher will explain that an expository
paragraph tells about real people, places, or things.
The teacher will also explain that it uses words that describe, to help
readers understand the topic.
Guided Practice: The teacher will begin with the modeling process
with the students.

Independent Practice: The students will write a writing prompt

on how you help your community.
The students will complete a Readers and Writers Notebook,
p. 300.

Timeline
1 Class Period

Unit Objective
Number(s)
1

1 Class Period

1 Class Period

1 Class Period

Closure: Pass the stick to discuss what was taught today.

(expository writing)
Resources: TE Reading Street book, student Reading Street
book, read aloud, Readers and Writers
Integration of the Arts: Students will be able to draw a picture
and then explain it.
Integration of Health: Students will be able to explain how to
prepare a healthy breakfast.
Integration of Physical Education: Students will be able to
explain how to do certain exercises. Example: How to do
pushups or sit ups.

1 Class Period

1 Class Period

1 Class Period

1 Class Period

1 Class Period

SUBJECT: Mathematics

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Anticipatory Set: Review how to subtract tens using

place value blocks. Show a group of 5 tens rods and
away 3 tens rods. How many tens do I have left?
Direct Instruction: Set the Purpose
The teacher will click on Topic 11-04 Using Mental
Math to Subtract Tens EnVision, then click the arrow
and continue the lesson using the arrows.
The teacher will discuss parts of the video as it is
viewed.
The teacher will explain to the students that they have
learned how to subtract tens mentally.
The teacher will then write a few examples on the
board for the students to solve.
When we are finished with the examples, then the
teacher and students will do page 367 together.
Guided Practice: The students will use the workmat on
pg. 368 and connecting cubes or base ten blocks.
The teacher will guide the students step by step, so
they will know what to do when its time to do
independent practice.
On the board, the teacher will write 43-20=?
The teacher remind that we have learned how to
subtract using tens and ones, hundred chart, and tens
rods.

Timeline

Unit Objective
Number(s)

1 Class Period

2
1 Class Period

1 Class Period

Independent Practice: The students will complete

independent practice pg. 369 & 370.
Closure: In this lesson, you learned that you can
subtract numbers mentally by subtracting only the tens.
Resources: STAR board, internet, laptop, website
www.pearsonsuccessnet.com, dry ease markers &
board, pencils, connecting cubes, base ten blocks

1 Class Period

1 Class Period

1 Class Period

1 Class Period

1 Class Period

1 Class Period

Integration of the Arts: Students will be able to draw a picture to go

along with a subtraction sentence, show how they got their

answers.
Integration of Health: Students will be able to subtract the number
of trans fats from the total fat.
Integration of Physical Education: If the teacher says, do 10 5 laps
around the gym. The students will have to know that they
have to do 5 laps around the gym.

SUBJECT: Science

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Anticipatory Set: View YouTube Video: Phases of the Moon

Direct Instruction: -The teacher will explain to the students that
today they will be learning about the moon.
-The teacher will explain to the students that the moon is
made of rock and is the brightest light visible in our night sky
but it does not produce any light of its own.
The teacher will further explain that the moon only reflects
the light given off by the sun.
-The teacher will remind the students that the sun is a star and
like other stars it is made of gases that produce light.
-The teacher will explain to the students that when they see
the moon it appears in different phases. The teacher will
explain to the students that phases are another word for the
shape of. For example, when I look outside I see the moon
phase that is shaped like a ball. This means that I see a full
moon.
-The teacher will have a discussion with the students about
some of the phases of the moon that the students may have
seen.
-Choral read pages 116-117 and discuss what was read.
Guided Practice: Oreo Phases of the Moon
-The teacher will guide students through the phases of the
moon using Oreo cookies. See attached Oreo Sheet so that

Timeline

Unit Objective
Number(s)

1 Class Period

3
1 Class Period

1 Class Period

the students can use it as guide to scrape the Oreo Cookies to

illustrate various phases of the moon.
**Please remind the students to be careful when taking off the
icing of the Oreo cookie to illustrate the various phases so that
they do not completely scrape the cookie.
Independent Practice: Complete Discovery Journal Entry
Closure: Pass the BallHave the students quickly and
verbally share one thing they learned in the class today by
passing the ball to different classmates.

1 Class Period

1 Class Period

Science Pacing Guide, SC Science Textbook, SC

Science Green Workbook, Oreo Cookies, Paper Plates,
Spoons, Oreo Phases of the Moon Activity Sheet,
Phases of the Moon Calendar, Science Journals,
Pencils, Laptop, STARboard, Lumens, Projector

1 Class Period

1 Class Period

1 Class Period

1 Class Period

Resource:

Integration of the Arts: Students will be able to draw the different phrases

of the moon.
Integration of Health: Students will be able to tell whether the phases of

the moon affect their eating habits.

Integration of Physical Education: Students will be able to use their bodies to
show the different phases of the moon.

SUBJECT: Social Studies

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Anticipatory Set: Reading Maps

https://jr.brainpop.com/socialstudies/geography/readingmaps/
Review the video.
Direct Instruction:
The teacher will tell the students that a map is a tool that
shows details about an area. The teacher will show the
students the different kinds of maps and explain each one.
The teacher will explain a transportation map, landform map,
population map, and perception map. For each type of map,
the teacher will identify the title of the map, map key, map
scale.
Guided Practice:
Map Activity
The teacher will guide the students through the process of
making a map of the classroom. First, the teacher will come
up with a title. Then, the teacher will work on the map key.
Next, the teacher will work on the map scale. Finally, the

Timeline

Unit Objective
Number(s)

1 Class Period

1 Class Period

1 Class Period

teacher will draw the map.

Independent Practice: Map Activity
Closure: Pass the BallHave the students quickly and
verbally share one thing they learned in the class today by
passing the ball to different classmates.
Resources: BrainPopJr, Social Studies Textbook, Maps,
Lumens, Pencils, STARBoard, Projector
Integration of the Arts: Students will be able to draw a map of their

1 Class Period

1 Class Period

1 Class Period

neighborhood.
Integration of Health: Students will be able to tell whether their

1 Class Period

neighborhood has farms.

Integration of Physical Education: Students will be able to tell their exercise

route around their neighborhood.

1 Class Period

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance
between grade-level academic standards and expectations and the needs, abilities and developmental levels
of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how
you designed your instructional plan using students characteristics, needs and learning contexts.
My instructional plan will meet the needs of all of my students by making sure that the instruction is
differentiated between the different groups of learning styles. Different strategies such as manipulatives,
pictures, reading strategies, and small groups will be implemented in the different lesson plans so that all of
my students are given an equal and fair opportunity to be successful. If I see that a lot of students are
struggling with a certain topic or lesson, I plan to reteach that topic. For my ELL students, I have to use a lot
of pictures. The two ELL students that know what they are doing, I have them peer teach or mentor, the other
ELL students.

Section V A: Unit Assessments - List the key unit assessments.

Key Unit Assessments

Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available

made assessment must

be attached to this plan.)

Informative Writing Prompt

Topic 11 Test- Subtracting With Tens and Ones

Sun and Moon Test

Map Project

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and
reliable for all students? (2) How did you use your prior understanding of students skills to plan your
instruction?
I determined that my assessments were valid and reliable for all students, by using OCSD 5 Pacing Guides. I
used my pre-test to plan my instruction. From the pre-test, I knew what I needed to spend more time on
teaching, and I also knew what I could over, because my students had already mastered that topic.

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2)
Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation
criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales,
item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the
elements in the table below.

Assessments

Accommodations
Everyone was given 30
minutes to write on a
given prompt.
A few students were
given extra time, because
they had to go out.

Unit Objective 1: PreAssessment(s)

: Post-

Evaluation Criteria
ABCDF-

93-100
92-85
84-77
76-70
69 and Below

ABCDF-

93-100
92-85
84-77
76-70
69 and Below

All students were able to

use manipulatives.

ABCDFABCDF-

93-100
92-85
84-77
76-70
69 and Below
93-100
92-85
84-77
76-70
69 and Below

None

ABCD-

93-100
92-85
84-77
76-70

Assessment(s)

: Other
Assessment(s)

Unit Objective 2: PreAssessment(s)

: PostAssessment(s)

: Other
Assessment(s)

Unit Objective 3: PreAssessment(s)

F- 69 and Below

: PostAssessment(s)

: Other

ABCDF-

93-100
92-85
84-77
76-70
69 and Below

ABCDF-

93-100
92-85
84-77
76-70
69 and Below

ABCDF-

93-100
92-85
84-77
76-70
69 and Below

Assessment(s)

Unit Objective 4: PreAssessment(s)

All students had to draw

a
map
of
their
community.*No
late
projects were excepted
unless
student
was
absent.

: PostAssessment(s)

: Other
Assessment(s)

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the
pre-assessment(s) in a format that allows you to find patterns of student performance relative to each
objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results
on instruction.
Pretest Results

Students
1
2
3
4
5
6
7
8
9
10
11

Pretest
100
17
50
50
42
100
42
33
17
50
8

12
13
14
15
16
17
18
19
20
21
22
23
24
25

92
33
67
75
8
67
50
58
33
67
33
42
42
67

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress
relative to the unit objectives. (1) Did the information increase your understanding of individual students
performance? Yes, the information increased my understanding of individual students performance. From
the pre-test, I knew what I needed to spend more time on teaching, and I also knew what I could over,
because my students had already mastered that topic.
(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and
weaknesses) for the entire class, for one selected subgroup and for at least two individual students. As a
class one main weakness that we are working on is reading and reading comprehension skills.
(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of
student progress and achievement.
(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student
performance), and what were the overall results? Students are assigned grades based on the number of
problems or questions they have correct.
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
Based on overall results most of my students got what was expected of them.
(6) Include a description of the ways in which these results have been recorded as well as how and to whom
they have been reported. These scores were only used for the unit work sample, and they were reported to
anyone.
Post test Results

Studen
ts
1
2

Posttes
t
100
42

3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

58
83
75
83
25
75
42
83
42
92
50
92
92
92
58
75
33
33
92
83
100
33
83

All 30 students were not included in my data, because some students did not take the pretest, and some did not take
the post test. 5 students were not included in the data. Out of 25 students, 15 students passed their post test. Im not
too mad about the other students failing, because some still showed improvement.

II. Provide evidence to support the impact on student learning in terms of the number of students who
achieved and make progress toward the unit objectives.
Comparing Pretest to Posttest

Studen
ts
1
2
3
4
5
6
7
8
9
10

Pretest
100
17
50
50
42
100
42
33
17
50

Posttes
t
100
42
58
83
75
83
25
75
42
83

11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

8
92
33
67
75
8
67
50
58
33
67
33
42
42
67

42
92
50
92
92
92
58
75
33
33
92
83
100
33
83

Comparing Pretest and Posttest Scores

100
90
80
70

Grades

60

Pretest

50

Posttest

40
30
20
10
0
1 2 3 4 5 6 7 8 9 10111213141516171819202122232425
Students

One student went from an 8 up to a 42, thats a 34 point difference. Even though they did not pass, I feel like they
learned something, and with a little more help they will master the unit. Also one student went from an 8 up to a 92,
so that tells me that they learned a lot form the time they took the pretest till they took their post test. I also noticed

that the ones that scored less on the posttest than the pretest were not focused when they took the posttest. I had
one student to make 100 on the pre and posttest, so that tells me that they knew how to subtract already.

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your
teaching performance. I feel that all of my students learned something. 19 students increased on their
posttest.
(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions
would you make to improve your students performance? What specific aspects of the instruction need to
be modified? If I had to teach this unit again, I would add some small group activities and peer teaching.
Sometimes understand better from their peers.
(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research
as to why you believe the activities were successful or unsuccessful. I would like to do other independent
practices, besides the problems in their math magazines. I feel like the students are getting used or too
comfortable with the format and starting to write anything as an answer. Also the students do not
comprehend what they are reading in the math word problems.